1. Andres Bonifacio College, Dipolog, Philippines.

*             Correspondence: reeflynn1998@gmail.com

Keywords: undesirable, factors, performance, teachers, college foundation

1. INTRODUCTION

Education is the major and important need in initiating and preparing a pupil through training, in his environment to enable him/her to play active roles in society. It provides knowledge that prepares every individual to understand the social-cultural foundation which ethically and morally leads to the building of citizenship and nationality [1]. The Education and Training Policy states that, education provides desirable and worthwhile broad and in-depth modes of thought, skills, attitudes and understanding needed for the full development of the human thinking and actions. Teachers make man aware of his potential and responsibility to change and improve his own condition and that of his society [2]. The relationship between education and development depends on the extent to which the kind of education provided by teachers and its methods used which can meet the expectation of the individual and the need of the society and nation at large. Education is the key element of national economic performance, resource allocation, and human advancement through training. Education needs a greater commitment than any other development activity as it is a continuous labor-intensive process [3]. It requires skilled and highly trained and dedicated staff with a year after year of patient toil. It also needs well-structured curricular, adequate teaching and learning materials, well-built buildings and adequate furniture. To provide all these, governments, communities, parents and other stakeholders must sacrifice other priorities. Education as a potential tool provides desirable and worthwhile broad and in-depth modes of thought, skills, attitudes, and understanding needed for the full development of the human thinking and action.  The increase in global competition and the emphasis on quality education have compelled educational leaders and teachers to consistently enhance their performance. Performance-based education has emerged as a popular approach to motivate them to achieve exceptional levels of performance or, at the very least, maintain a highly satisfactory level of performance [4]. This is evident in their annual report of the Results-based Performance Management System (RPMS), which serves as a tool to ensure the fulfillment of educational vision, mission, goals, and objectives. Undesirable factors contributing to teacher job dissatisfaction encompass deficient work habits, inadequate learning materials, unfulfilled syllabi obligations, and constrained opportunities for continuous professional development   Assessing teachers’ job performance is crucial for determining an organization’s effectiveness and productivity. The evaluation of teachers’ job performance is strongly influenced by both positive and negative factors, which significantly impact the organization’s success. Several researchers assert that managerial support is a significant prerequisite for enhancing employee performance [5] Enhanced job performance is likely to be observed when employees perceive managerial support for their job-related endeavors. The relationship between management support, student involvement, and community engagement positively correlates with commitment and proactivity Job performance is an important consideration for organizations and has a significant impact on organizational outcomes and success. Teachers identified student and community-related factors as the most important priorities, whereas administrators focused on school-related factors [5]. Teacher performance is an essential component of human resource management and serves as a widely employed method for effectively evaluating teachers. The importance of a system for performance monitoring lies in its focus on enhancing organizational performance, thereby leading to improved individual teachers’ performance. The teachers noted that several adverse circumstances had a substantial impact on the performance of school teachers [3,4]. The study found that the negative factors had a substantial impact on the performance of School Teachers. Several studies have investigated the negative factors that impact the performance of school teachers. However, the studies conducted by author is failed to investigate the demographic factors that significantly influence the performance levels of teachers, such as gender [6], age, and school type. The researcher is interested in identifying the current factors that impact teachers’ performance. The primary objective of this study is to evaluate the negative factors that impact the level of teacher performance at DMC College Foundation Inc., located in Dipo log City. This study is anchored on the Theory of Performance [7]. The Theory of Performance   establishes and interconnects six fundamental concepts (emphasized) to construct a framework that can be employed to elucidate performance and enhancements in performance. Performing entails, the creation of outcomes that are highly regarded [8]. A performer can refer to either an individual or a collective of individuals who participate in a cooperative endeavor [9]. The significance of a performance management system lies in its focus on enhancing organizational performance which subsequently enhances the performance of individual employees. Enhancing performance is a process, and the level of performance indicates one’s position in that process. He asserted that the overall performance level is contingent upon six key components: Context, level of knowledge, level of skills, level of identity, personal factors, and fixed factors encompassing a performer’s mind set, immersion in a stimulating environment, and involvement in reflective practices. Three axioms are suggested to enhance performance effectively [10]. These factors encompass the mental state of a performer, complete involvement in a stimulating setting, [11] and active participation in self-evaluation The conceptual framework [12] First, the profile of the respondents is categorized into gender, age, civil status, monthly income, educational attainment, years of experience, and position/rank [13].  Second, the independent variable, undesirable factor is categorized into person-related, school-related, student-related, [14] and community-related factors. Lastly, the dependent variable is the teachers’ performance [15].

2. MATERIALS AND METHODS

The study included survey and descriptive-correlational research methods. The survey method was employed and data was gathered through a questionnaire of undesirable factors and the actual data of teacher performance. Survey’ or ‘survey research’ is a general term for standardized mass questioning of a representative sample of individual members of a population under study. On the other hand, correlational research is a type of non-experimental research method in which a researcher measures variables, understands, and assesses the statistical relationship between them with no influence from any extraneous variable. A correlational analysis was performed to determine the significant relationship between undesirable factors and performance. The study is conducted in DMC College Foundation, Inc. of Dipo log City, Philippines. The school is located at Sta. Philomena which is 3 kilometers away from the heart of Dipo log City and it has seven Departments and consists of 107 teaching personnel. The DMC College Foundation, a supervised by De La Salle Brothers, is a paramedical institution of the province of Zamboanga del Norte. It is situated in suburban Dipo log and occupies 22,500 square meters of land area. Its sprawling expanse contains several buildings which include the DMC Hospital and its laboratories, the four-story Basic Education and School of Hotel Restaurant and Institution Management Building, the six-room IT Center, the four-story Nursing Building with the Nursing Arts Center on the fourth floor and on the top floor the campus radio 100.5 Radio Natin Dipo log (formerly 100.5 Hot FM Dipo log) and the library which covers the entire ground floor, the Arts and Sciences building with separate structures for a Zoology lab, the cafeteria, and the DMC Covered Court for sports and other activities.

3. RESULTS AND DISCUSSION

Table 01: Profile of the Respondents in Terms of Gender

Gender	Frequency	Percent
Male	23	21.50
Female	72	67.29
LGBTQ+	12	11.21
Total	107	100.00

Table 01 shows the profile of the respondents in terms of gender. The data shows that the majority (67.29%) of the respondents are females as compared to males (21.50%) and LBTQ (11.21%). This finding indicates that the majority of the teachers in DMC College Foundation Inc. are females. This finding is supported by [16] who indicated that the majority (88.66%) of their respondents are females. But this finding is refuted by Bellino who found that the majority (52.34%) of her respondents are males.

Table 02: Profile of the Respondents in Terms of Age

Age	Frequency	Percent
25 years old & below	24	22.43
26-30 years old	58	54.21
31-35 Years old	12	11.21
36-40 Years old	5	4.67
S	2	1.87
46 Years old & above	6	5.61
Total	107	100.00

Table 02 reveals the profile of the respondents in terms of age. The result denotes that the majority (54.21%) of the respondents are 26-30 years old, followed by 25 years old and below (22.43%), 31-35 years old (11.21%), 46 years old and above (5.61%), 36-40 years old (4.67%), and 41-45 years old (1.87%). This finding means that the majority of the teachers in DMC College Foundation Inc. are 26-30 years old. This finding is aligned with the finding of [17] which stated that the majority (82.35%) of their respondents are 20-30 years old.

Table 03: Profile of the Respondents in Terms of Civil Status

Civil Status	Frequency	Percent
Single	79	73.83
Married	25	23.36
Widow/Widower	3	2.80
Total	107	100.00

Table 03 discloses the profile of the respondents in terms of civil status. The outcome asserts that the majority (73.83%) of the respondents are still single, followed by married (23.36%), and widow/widower (2.80%). This finding entails that the majority of the teachers in DMC College Foundation Inc. are still single. This finding is corroborated by [18] who averred that the majority (73.53%) of their respondents are single.

Table 04: Profile of the Respondents in Terms of Monthly Income

Monthly Income	Frequency	Percent
15,000 & below	4	3.74
15,001-20,000	61	57.01
20,001-25,000	28	26.17
25,001-30,000	9	8.41
30,001 & above	5	4.67
Total	107	100.00

Displayed in Table 04 is the profile of the respondents in terms of monthly income. The data claims that the majority (57.01%) of the respondents have a monthly income of ₱15,001-20,000, followed by ₱20,001-25,000 (26.17%), 25,001-30,000 (8.41%), 30,001 & above (4.67%), and 15,000 & below (3.74%). This finding affirms that the majority of the teachers in DMC Center College Foundation Inc. have a monthly income of ₱15,001-20,000. This finding contradicted the finding of [17] which revealed that their respondents have a monthly income of ₱10,000-12,500.

Table 05: Profile of the Respondents in Terms of Educational Attainment

Educational Attainment	Frequency	Percent
Bachelor’s Degree	31	28.97
Bachelor’s Degree w/ MA/MS Units	49	45.79
Master’s Degree	25	23.36
Master’s Degree w/ Doctoral Units	2	1.87
Total	107	100.00

Reflected in Table 05 is the profile of the respondents in terms of educational attainment. The result averred that (45.79%) of the respondents are bachelor’s degree holders with MA/MS units, followed by bachelor’s degree holders (28.97%), Master’s degree holders (23.36%), and master’s degree holders with doctoral units (1.87%). This finding attests to the fact that the majority of the teachers of DMC College Foundation Inc. are enrolled in graduate studies and post-graduate studies. This finding further attests that the college complies with the guidelines of CHED and DepEd as to faculty/teacher requirements. This finding confirmed the finding of [19] which stated that the majority (73.44%) of the teachers are bachelor’s degree holders with MA/MS units.

Table 06: Profile of the Respondents in Terms of Years of Experience

Years of Experience	Frequency	Percent
5 years & below	72	67.29
6-10 years	24	22.43
11-15 years	5	4.67
16 years & above	6	5.61
Total	107	100.00

Table 06 portrays the profile of the respondents in terms of years of experience. The data signifies that the majority (67.29%) of the respondents are 5 years and below in the service, followed by 6-10 years (22.43%), 16 years & above (5.61%), and 11-15 years (4.67%). This finding entails that the teachers of DMC College Foundation are still new in the service. This finding can be attributed to the fact that these teachers are earning experience to prepare and qualify for teaching positions in the government. This finding is supported by [17] who disclosed that the majority (82.35%) of their respondents are 5 years and below in service as teachers.

Table 07: Profile of the Respondents in Terms of Position/Rank

Position/Rank	Frequency	Percent
Instructor 1	20	18.69
Instructor 2	44	41.12
Assistant Professor 1	6	5.61
Assistant Professor 2	5	4.67
Assistant Professor 3	1	0.93
Full Professor 1	2	1.87
Teacher 1	6	5.61
Teacher 2	10	9.35
Junior Teacher 1	13	12.15
Total	107	100.00

Table 07 depicts the profile of the respondents in terms of position/rank. As depicted in the table, seventy-eight (78), or 72.90% are in the college department (Instructor 1 to Full Professor 1), while twenty-nine (29) or 27.10% are in the basic education department (Teacher 1 to Junior Teacher 1). This finding indicates that the majority of the teachers of DMC College Foundation Inc. are in the college department. This finding can be attributed to the fact that the college department offers more courses than the basic education. The current finding contradicts with the study of which indicated that the majority (22 or 46.8%) of the respondents’ teaching position was teacher I, followed by teachers III (15 or 31.9%), and teachers II (10 or 21.3%) comprising the population of both junior and senior high school science teachers

Table 08: Perceived Level of Undesirable Person-Related Factors

A. Person-Related Factors	Mean	SD	Description	Interpretation
1.Poor intellectual and scholastic qualities	3.93	1.21	Disagree	Low
2.Poor preparation to Teacher Education	3.90	1.13	Disagree	Low
3.Uncompetitive salary/Low-income level	3.93	0.92	Disagree	Low
4.Irrelevant educational qualification	3.96	1.16	Disagree	Low
5.Ineffective philosophical method/methodology	4.10	1.02	Disagree	Low
6. Unfavorable home life	3.99	0.97	Disagree	Low
7. Poor health, poor professional and personal character, and poor family background	4.06	1.03	Disagree	Low
8. Job instability/Job dissatisfaction	3.88	1.04	Disagree	Low
9. Inadequate length of years in service	3.95	1.04	Disagree	Low
10. Inadequate and irrelevant trainings	4.01	0.98	Disagree	Low
Overall	3.97	0.99	Disagree	Low

Table 08 exhibits the perceived level of undesirable person-related factors. The dataset is reversely coded considering that the statements are negative. The result shows that the respondents disagree with all the statements of undesirable person-related factors with an overall mean of 3.97 with a standard deviation of 0.99 which can be described as “disagree” and interpreted as low. This finding means that the respondents are rich in terms of intellectual and scholastic qualities, preparation for teacher education, competitive salary/income level, relevant educational qualification, effective philosophical method/methodology, favorable home life, health, professional and personal character, and rich family background, job stability/job satisfaction, adequate length of years in service, and adequate and relevant training. This finding implies that the undesirable person-related factors are low in the community of DMC College Foundation Inc. This finding is very important considering that human capital is the most valuable asset in any organization. Harman stated that as teacher educators, the faculty members possessed teaching certifications and had accumulated numerous years of experience in the classroom. An author [20] further stated that personal traits have played a significant role in influencing teachers’ performance. These factors include the teachers’ intellectual level, income level, and scholastic qualities. The remuneration an employee receives from their employer is the primary incentive for their employment. An employee engages in gainful employment, as his remuneration serves as a compelling incentive for him to execute his duties with proficiency, efficacy, and productivity. It was highlighted that the educational qualifications or attainment of teachers can have an impact on their performance.

Table 09: Perceived Level of Undesirable School Related Factors

B. School-Related Factors	Mean	SD	Description	Interpretation
1.Unsuitable educational curriculum	4.17	0.99	Disagree	Low
2.School environment not conducive to teaching learning	4.08	0.86	Disagree	Low
3.Irrelevant school system and ineffective managerial skills of the administrator	4.19	0.91	Disagree	Low
4.Unsuccessful and insufficient administration of in-service trainings	4.04	1.01	Disagree	Low
5.Inadequate and unsuitable school equipment/facilities	3.95	1.06	Disagree	Low
6.Lack of faculty coordination	3.87	1.07	Disagree	Low
Overall	4.02	0.90	Disagree	Low

Table 09 conveys the perceived level of undesirable school-related factors. The dataset is reversely coded considering that the statements are negative. The outcome suggests that the respondents disagree with all the items under undesirable school-related factors with an overall mean of 4.02 and a standard deviation of 0.90. This finding implies that the educational curriculum is suitable, the school environment is conducive to teaching and learning, the school system is relevant, and managerial skills of administrators are effective, service training is successful and sufficient, school equipment/facilities are adequate and suitable, and faculty coordination is evident. This finding further implies that undesirable school-related factors are low in DMC College Foundation Inc. These factors are important since they are determinants of academic performance. An author [21] considered these factors as significant influencers of academic performance. An author [20] also attested that the curriculum is an essential component that directly impacts the performance of teachers in schools. Similarly, as it has a significant impact on an employee’s job performance, the school environment must be conducive to effective teaching and learning. An environment that provides support fosters enhanced learning for both educators and learners, while also enabling teachers to effectively transmit knowledge. Both the administrator’s managerial skills and the relevant educational system are additional factors. Both the micro- and macro-levels of education encompass the school system. The identified multiple factors that exert influence on classroom instruction. These factors encompass parental expectations regarding teacher communication [16], socioeconomic circumstances, and school policies, such as those pertaining to attendance and discipline. The identified significant influential factors, including working conditions, administrative support, and student behavior [17], that affect teachers’ performance and their ability to stay in their positions. They highlighted that a significant decrease in motivation can lead to teachers becoming lazy and performing below their full potential, resulting in poor teaching and overall performance. The personal factor is another crucial element in the professional growth of a teacher-educator [18]. Teachers often tend to be older when they start working in higher education compared to professors in other fields, and this can be attributed to various factors. It is a common requirement for most teacher education programs [19]. Their instructors possess teaching credentials and extensive teaching tenure. Before being employed as teacher educator. Human capital is the most valuable asset possessed by a company. Human capital is highly significant due to its inherent qualities, including its investment potential, value system, dynamism, and emotional intelligence component. Person-related factors encompass a range of aspects including knowledge and abilities, attitudes, physical and mental health, stress management, personal and family issues, managing work-related pressures, peer relationships, self-motivation, attitude, and emotional intelligence [20]. A vital aspect to consider in the professional development of a teacher-educator is the factor pertaining to individuals. Teachers generally pursue higher education at a later stage compared to professors in other fields due to various factors. That is a mandatory requirement in the majority of teacher education programs [21]. Prior to their appointment as teacher educators, the faculty members possessed teaching certifications and had accumulated numerous years of experience in the classroom [22]. Personal traits have played a significant role in influencing teachers’ performance. These factors include the teachers’ intellectual level, income level, and scholastic qualities [23]. The remuneration an employee receives from their employer is the primary incentive for their employment. An employee engages in gainful employment, as his remuneration serves as a compelling incentive for him to execute his duties with proficiency, efficacy, and productivity [24]. Highlighted that the educational qualifications or attainment of teachers can have an impact on their performance [25].

4. CONCLUSION

The importance of a system for performance monitoring lies in its focus on enhancing organizational performance, thereby leading to improved individual teachers’ performance. The teachers noted that several adverse circumstances had a substantial impact on the performance of school teachers. The study found that the negative factors had a substantial impact on the performance of School Teachers. Several studies have investigated the negative factors that impact the performance of school teachers. This study shows relationship between management support, student involvement, and community engagement positively correlates with commitment and proactivity Job performance is an important consideration for organizations and has a significant impact on organizational outcomes and success. The school is located at Sta. Philomena which is 3 kilometers away from the heart of Dipo log City and it has seven Departments and consists of 107 teaching personnel. A significant difference in the level of undesirable factors was observed when the respondents were grouped in terms of civil status and monthly income. However, no significant difference in the level of undesirable factors was observed when the respondents were grouped in terms of gender, age, educational attainment, years of experience, Future researchers could also use this study as a reference in conceptualizing their future study related to the present study. They highlighted that a significant decrease in motivation can lead to teachers becoming lazy and performing below their full potential, resulting in poor teaching and overall performance. The personal factor is another crucial element in the professional growth of a teacher-educator. Teachers often tend to be older when they start working in higher education compared to professors in other fields, and this can be attributed to various factors. The majority of the teachers were females, 26-30 years old, single, with a monthly income of ₱15,001-20,000, bachelor’s degree holders with MA/MS units and master’s degree holders, have teaching experience of 5 years and below, and in the college department. The level of undesirable factors was low. The level of teachers’ performance was excellent. A significant difference in the level of undesirable factors was observed when the respondents were grouped in terms of civil status and monthly income. However, no significant difference in the level of undesirable factors was observed when the respondents were grouped in terms of gender, age, educational attainment, years of experience, and position/rank. No significant difference in the level of teachers’ performance was noted when the respondents were grouped in terms of their profile. A significant small/low positive relationship between the levels of undesirable factors and teachers’ performance was detected.

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